Teaching practices in science lessons in Icelandic compulsory schools

Abstract

Natural science studies involve being able to explain phenomena, apply a scientific approach and interpret data (Menntamálastofnun, 2017; Mennta- og menningarmálaráðuneyti, 2013). The European Commission (2007) has recommended inquiry-based teaching methods which emphasize student inquiry, discussions and working with student ideas. Teaching science in a real life context and integrated with other subjects is believed to encourage student interest and engagement (Kelley & Knowles, 2016) this emphasis can also be seen in the national curriculum guidelines (Mennta- og menningarmálaráðuneyti, 2013).

The results of Icelandic studies show that teaching in the natural sciences could be improved (Menntamálastofnun, 2015) and that less than half of teachers have a training in teaching science (Allyson Macdonald et al., 2008; Menntamálaráðuneytið, 2005). The emphasis of the curriculum in natural science is on a variety of teaching methods such as observations, activities, links with the local environment and the use of information technology. Natural science teaching in Iceland has been studied before, showing fairly traditional teaching based on textbooks, short teacher introduction, review of homework and individual practical exercises (Birna Hugrún Bjarnadóttir et al., 2007). The aim of this study was to examine teaching methods in natural science education with an emphasis on the organization of teaching, teaching methods, the teaching environment and the tools available.

The data in this study consist of observations from 23 lessons in natural sciences from the study Teaching and learning in Icelandic compulsory schools (Gerður G. Óskarsdóttir, 2014), where random lessons were observed and marked in a form including items such as classroom activities, teaching methods, layout of classrooms, tools and equipment and additional observations from 22 science lessons. Short interviews with the teachers were taken at the end of observation of lessons about how typical the lesson was with regard to assessment, access to tools and resources such as science classrooms and outdoor environments.

Of the 45 lessons observed, 30 were conducted in regular classrooms, 12 in specialized science rooms and two were outdoors. The teachers stated, however, that outdoor teaching mainly took place in autumn and spring. Science classrooms were richly equipped with tools for practical work in science but in the regular classrooms, science was rarely visible. Results show that natural science teaching is characterized by a great deal of short instruction (mini lectures) and questioning strategies (questioning and discussing) and written work. In half of the observed lessons in years 1–4, instruction and discussion were followed with artwork and drawing instead of written work. Many teaching methods were used repeatedly in the same lesson. Little emphasis was put on practical work, with nine lessons having practical work in part of the lesson with other teaching methods. The most variety in teaching methods was in years 5–7 and least in years 8–10. The majority of the lessons were in the life sciences, even though textbooks and the curriculum place equal emphasis on all the sciences. In years 1–4, the main topics were domestic animals and birds.

Previous research on science teaching has showed heavy reliance on textbooks (Birna Hugrún Bjarnadóttir et al., 2007). This seems to be diminishing, with textbooks being used in only 27 of 45 lessons. Most of the classrooms were equipped with an overhead projector and a teacher computer or laptop. The use of ICT was mostly teacher-centered, showing videos and photos from the Internet. In a few lessons, pupils searched for information or photos online, using laptops or their mobile phones.

The main findings are that there has been little change from previous studies (Birna Hugrún Bjarnadóttir et al., 2007; Brynja Stefánsdóttir & Meyvant Þórólfsson, 2016), despite the emphasis of the National Curriculum Guide on diverse teaching methods. The observations indicate that teachers strive to use different teaching methods, but more emphasis is needed on practical work, pupil independence and the nature of science. Classroom discussions need to center more on science concepts and rich dialogue involving pupils’ ideas in science in order to develop them further.

Teachers need more support and opportunities for professional development, especially in light of how few teachers have adequate training. Our findings indicate that there is a need to continue to strengthen science education, providing learning environments that offers diverse teaching methods, student activity and independence, connections with the local environment and the use of information technology.